tenure narrative

“Find outthe reason that commands you to write; see whether it has spread its roots into the very depth of
your heart; confess to yourselfyou would have to die ifyou were forbidden to write.”
Rainier Maria Rilke wrote that advice to a poetwho was just beginning to consider his career options. His
advice mightbe summarized as saying thatif writing is not the mostimportant thing in the poet’s life, the
thing that the poetmustdo, then do notbe a poet. Iadapt that advice for my graduate students: if being a
scholar and teacher is not the mostimportant thing, then in the long run it might be better to choose a
different career. This one is like no other: being a professor and being committed to doing itwell is
demanding and requires dedication, time, and effort. If one is notprepared to give the career “the depth of
your heart,” then it is perhaps a path bestnotpursued. For me, should Ibe prevented from teaching and
researching, itwould be as Rilke said aboutwriting.
This documentand those that accompany itare my application for tenure and promotion to associate
professor in English at Bemidji State University.
Article 25 of the IFO contract specifies thattenure and promotion should be based on the work ofthe
faculty person. Since my arrival atBemidji State University in August 2010, I have been extremely busy. I
have spentmy time and energies in ensuring that the five areas upon which we are contractually assessed
were met and exceeded. This packetdemonstrates that contractual requirements have been metand
exceeded, as described in Article 22 ofthe contract and the Professional Developmentprocess outlined
there.
Criteria 1: Demonstrated ability to teach effectively and/or perform effectively in other current
assignments.
A. Teaching Philosophy

My classroom is a space in which students feel comfortable enough with me and with each other to speak,
comment, and struggle with the texts before us. Too often the greatestobstacle to critical thinking is the
discomfortstudents feel when faced with the instructor or other students. Dialogue happens among all of
us in the when that obstacle no longer exists.
My philosophy and pedagogy are based in inspiration. IfI can inspire my students, they will engage in any
critical thinking exercise,undertake any difficulttext I set before them. Ofcourse, inspiration is only the
beginning. While inspiring them to love life-long learning, to appreciate and be curious aboutmedieval
culture, I must help them develop and sharpen critical thinking skills, rhetorical skills, interpretive skills,and
linguistic skills. Along the way as I am teaching skills, Ialso very much want to inculcate in my students a
love for medieval literatures and languages.
I think it bestto allow a former student to describe her experience in my courses. Kris Vetter has written a
letter ofsupportfor my tenure application at Bemidji State University. In that letter she describes my
classroom: “Despite being a straight-A student, I was a hopelessly ineptwhen itcame to British literature,
struggling with the sheer length of antiquated language. But Larry approached these courses through
intense group work, making use ofprint, digital, video, reading aloud in class, studentstage performances,
even sock puppets shows. Itwas hard not to understand the subjectmatter when it was presented and re-
presented in so many differentways. Larry made every effortto reach students with varying learning styles,
and his commitmentwas commendable.In fact, it was his Shakespeare for Teachers course (which I only
took because the regular Shakespeare course conflicted with my Honors courses) that piqued my interest
in educational publishing, which lead me to pursue internships at RedleafPress and Harvard Education
Press, and currently, my full-time position atLerner Publishing.”

Miss Vetter describes well what occurs in my class. Iemploy a variety ofpedagogical techniques in a
course: dialogue both with the whole class, as well as in small groups, modeling interpretations oftexts and
then assigning them to do the same in small groups, small group projects, writing assignments, reading
assignments, engaging lectures…any and every pedagogical technique thatresults in my students
interesting and thinking aboutthe subjectmatter and in developing those all-importantskills.
When I teach a literature course, Isetthe works read firmly in their historical-cultural settings. While in
more advanced courses students will engage notonly the textbut also some scholarship,and some theory,
I do believe thathoning the skills and acquiring the knowledge thata careful reading ofthe text againstthe
culture out of which it came is foundational. Another student, Toni Judnitch, wrote for my tenure
application: “Years later, I can hold my own in discussions ofsumptuary laws in Elizabethan England and
how it relates to Shakespeare’s plays,how various mythologies still influence us today, and a number of
other topics—all because his style ofteaching sticks with you so completely.It’s notsomething you forget.”
What I teach and how I teach it are proving effective, as these quotations from letters offormer students
demonstrate.
Another example ofmy teaching effectiveness and inspiration is the Medieval Club on campus. Students
from my classes formed this club, the first of its kind here; their chiefactivity is to choose a medieval topic,
do some research, and presentthat topic for discussion atthe nextmeeting. In addition, the club brings in
speakers twice a year to address the entire campus community on a medieval topic. Through my efforts in
the classroom, Ihave inspired my students to go outand further their education outside my classes, and to
try and educate others through their presentations and guestspeakers. In addition, currentand former
students partnered with colleagues elsewhere to establish the webpage for The Lone Medievalistproject
and do social media for the project. Iam very proud ofwhat my students have accomplished.

My areas ofresearch center on Anglo-Saxon Biblical literature and interpretation. As departmentchair, my
research and writing have been more limited than I would like. That said, I have been able to publish most
years that I have been in my current position. Atthe moment, I am completing author edits on a version of
my dissertation that will be published by Witan Publishing. Ichose to publish there because ofmy
involvementwith Digital Medievalism as well as a firm beliefthat good scholarship should be more readily
available rather than prohibitively priced. Ihave two other projects begun. The first is a long term project
for the Sources ofAnglo-Saxon Literary Culture project. This is an examination of the Bible in Anglo-Saxon
England; the projectwill discuss biblical manuscripts, retellings ofbiblical material, biblical commentaries,
and will by definition examine Latin and Old English texts and manuscripts from the patristic period through
the Anglo-Saxon period. My second projectexamines the writings ofthe Venerable Bede. The central
question here is who read Bede’s writings in Anglo-Saxon England and what of his works were read and
were influential. Initially, I thought the answer to the second question would be thatit was his biblical
commentaries. Butthat is not the case at all. Those two projects will keep me busy for a few years to
come.
In addition to my research, I also editthe online journal The Heroic Age: A Journal of Early Medieval
Northwestern Europe though we have defined “early” as covering 400-1200 C. E. Further, I am on the
board ofthe Sources ofAnglo-Saxon Literary Culture projectand am responsible for the S-T entries. I,
before becoming chair, contributed to blogs in the field and would like to renew efforts there. I also, oddly I
admit, write aboutarcheology in late Roman Britain and the Anglo-Saxon period for the Old English
Newsletter. Both my research and my other scholarly activities all continue to inform my teaching, and my
teaching likewise helps me generate research projects for myselfas well as my students.

As a last comment, I consider myselfa continuing student. My students teach me. I am still learning how
to be a better teacher, a better scholar, a better writer. It is this life-long love oflearning that I wish to
inspire in my students; I believe Iam succeeding.
B. Teaching Methods
A teaching philosophy is nothing without putting it into practice. Although I teach in three different subfields
all ofwhich require application ofdifferentpedagogies, there are some pedagogical strategies thatare
applicable and that I use in all these situations. The following comments from student evaluations and
letters provide evidence thatI use different approaches in my classes.
A. Larry is a phenomenal teacher that doesn'tjuststick to one teaching style. Between
group presentations, lectures, multimedia examples, sock puppetplays, youtube videos,
lively classroom discussion, and small group discussion, Larry is aptat engaging his
students and making them passionate abouta course. He is incredibly approachable and
funny.
B. Professor Swain is a challenging teacher. He demands a lotof his students throughout
the semester. From multiple readings,group work, and papers students stay busy in his
classes. While daunting at first, this is actually a good thing as it helps students to prepare
for higher levels ofacademia, and helps them obtain a firm understanding of the material.
C. His classes employ a varied learning format: group work, readings, discussions,
lectures, research projects, essays, tests. This allows students to play to their strengths.
Those who don’ttest well can still shine in the discussion and projectportions ofthe class,
and shy students can lettheir test scores and essays demonstrate their engagement. His
classes are truly equal opportunity. The bar he sets for coursework is fair and attainable,
and his system rewards those students whose work ethics are apparent.
While more could be cited, and these pedagogical methods are evidentin my course materials,
these references and descriptions ofthe Swain classroom are evidence enough that the methods
described above are partand parcel ofmy pedagogy.
The experienced professor will automatically recognize these techniques as whatis now called
“active learning.” Without addressing that issue and nomenclature, active learning techniques
have been shown to be effective in the Higher Education classroom. Active learning is defined as

anything that involves the students in thinking aboutwhat they are learning (Bonwell, C. C., &
Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE–ERIC Higher
Education Rep. No. 1). Washington, DC: The George Washington University, School ofEducation
and Human Development. P. 2)
One of the key elements in active learning is to use “Icebreakers.” Iuse a few different techniques
in the first ofclass for all my classes including: Introduce Your Neighbor, Jeopardy,and “Jokes”-
where each studentcomes in with a joke on paper, Iread them, and we have to figure out as a
class whose joke thatis through a series ofquestion and answers. The aim here is to create an
atmosphere where students feel comfortable both with me as instructor and with one another.
Such a classroom environmentencourages discussion, question-asking,and enhances learning
communities.
In all of my undergraduate courses, one ofthe first steps I take is to form “learning communities.”
Students know these as groups. Each member ofthe group (ideally four) will have a specific role in
the group. During the course ofthe semester, the groups: do typically three projects which they
teach to the class; engage in a variety of brainstorming activities in the class or as homework;
address study questions designed by me or by the course TA; generate study questions thatother
groups will answer; and they engage in concept mapping. All group activities are documented and
shared either through posting on D2L or on Facebook. Regarding the latter, students create
Facebook groups for my courses and there share news, assignments, ask questions,and so on.
Facebook groups are notonly efficacious for building the learning community that occurs in my
classrooms, but also effective tools for learning that is mostoften student driven. Further, such
groups take learning outside merely the classroom and makes materials for the Swain classroom a

part of the students’ social life via social media (see, for example: Miron, Eli, and Gilad Ravid.
"Facebook Groups as an Academic Teaching Aid: Case Study and Recommendations for
Educators." Journal Of Educational Technology & Society 18, no. 4 (October 2015): 371-384.
Academic Search Premier, EBSCOhost(accessed December 31, 2015 and Öztürk, Ebru.
"Facebook as a New Community of Inquiry Environment: An Investigation in Terms ofAchievement
and Motivation." Journal Of Baltic Science Education 14, no. 1 (January 2015): 20-33. Academic
Search Premier, EBSCOhost(accessed December 31, 2015).
The following active learning methods are those I engage in in all the courses Iteach:.
 Class Discussion and Dialogue
 Socratic Method
 Wait Time
 Quiz/Test Questions
 Small Group Collaborations on issues and posting to board (pictures taken, posted to FB and D2L)
 Group Projects
 Student Papers
 Exams
 Quizzes
 Problem solving collaborations
 Conceptmapping
 Student Study Groups for Exams
 Think-Pair-Share
 Former students come back to lead study groups voluntarily
 Guest lectures by students, former students, and visiting scholars
 Readings with active note taking
 Targeted Homework Assignments (such as outlines, or briefwritten responses,
Additional techniques are employed appropriately tailored to individual courses and/or to address specific
pedagogical issues within a course. A few examples:
 “Trivia” Games
 Peer evaluations ofstudent writing
 Minute Papers
 Library Hunt
 Games
 Role-Playing

 TA generated discussion questions on readings
 Discussion Board Use
 Word of the Day
 Daily Journals
 MuddiestPoint
 Punctuated Lectures
 Student Polling
 Storytelling
 Video
 Role-playing
 Acting Out
 Wiki Projects
 Others as Needed
In English, graduate level pedagogy for the mostpart relies on interactive readings and seminar style
discussion oftexts, both primary and secondary. Iemploy a differentsetofstrategies here based in
andragogy rather than pedagogy. The goal is to move graduate students to independent, self-directed
learning with the skills needed to address problems in the field with the appropriate interpretive tools.
Techniques used here included butare not limited to:
 Small Class Discussion (World Café model usually)
 Pair and Share
 Reaction Papers
 Longer Papers aimed toward Professional Presentations or Publication
 Socratic Questions
 Guided Small Group Exploration and Presentation
 Lecturette
 Student-Teaching (i. e. studentis responsible for instructing the class on a subjectrelated to the
subject)
Shaping and applying methods ofinstruction to each ofmy classes each semester is an activity I spend a
good deal oftime doing. Iview my position as principally an educator and so using techniques that are the
mostsuccessful in aiding my students’ learning is paramount. Under Criteria III are listed books and
articles and journals addressing pedagogy and andragogy and applications in the classroom as Icontinue

ot discuss, research, and think aboutthe bestmethods to reach my students. Student evaluations and the
attached letters certainly show that my efforts here are paying off. From a student evaluation:
No, Dr. Swain is by no means an easy professor-- Iworked harder in his classes than any
other. But if you're willing to put forth the blood,sweat, and tears, there's no one better
than Dr. Swain. He will absolutely bend over backwards to teach and guide his students
who are willing to meetand exceed his standards. One ofthe best? No. The best.
And from a student letter included in this packet:
It was hard not to understand the subjectmatter when it was presented and re-presented
in so many different ways. Larry made every effortto reach students with varying learning
styles, and his commitmentwas commendable. In fact, it was his Shakespeare for
Teachers course (which I only took because the regular Shakespeare course conflicted
with my Honors courses) that piqued my interestin educational publishing, which lead me
to pursue internships at RedleafPress and Harvard Education Press, and currently, my
full-time position atLerner Publishing.
C. Courses Taught
1. Over the last six years, Ihave taught the following courses:
 Composition
 Argument and Exposition
 Writing in the Disciplines
 Shakespeare for Teachers
 Shakespeare and His Age
 Old English (undergraduate and graduate)
 Old Norse (undergraduate and graduate)
 Latin, 1st and 2nd Year
 Worlds ofBeowulf
 Chaucer and His Age
 Monsters, Sex, Violence,and Some Pleasantries (Medieval Lit. Survey)
 HonestHoods, Watery Tarts, and Pretty Ladies with Woodwoses (Middle
 English Lit. Survey)
 British and World Literature Poetry, Prose, Drama (3 classes)
 Words, History, and Meaning
 Studies in Art and Literature: Early Medieval Europe
 English Language
 English Language: History ofEnglish (graduate)
 Research and Bibliography (graduate)
 Shakespeare Seminar (graduate)
 Codicology and Palaeography

 Beowulf(in Old English)
 Middle Earth Studies
 Harry Potter
I have taught 23 unique courses while at Bemidji State. Mostofthese courses have been new
preparations for me. My position is designed to cover one thousand years ofEnglish literature as well as at
the liberal education level world literature as well. When I arrived at BSU, the period in which I teach had
had no dedicated classes for several years. Recalibration exacerbated the problem by leaving me as the
only British literature teacher increasing the six courses for which I was solely responsible for and had to be
taught to nine required courses on a regular rotation leaving very little room to offer electives. Since the
arrival of Dr, Jessica Durgan, the pressure in that arena has decreased. Nonetheless, Iam the only linguist
on campus and teach the required linguistics courses, in addition to the required Shakespeare courses,
regular offerings in Liberal Education courses in writing and literature. In addition, Ihave regularly offered a
course in the Honors program, and have, as Chair, done everything possible to supportother programs
such as People and the Environment, Humanities, Women’s and Gender Studies, Leadership, Honors,and
other interdisciplinary programming, though frequently thwarted by our administration in these efforts.
Included in this application packetare copies ofsyllabi and sample teaching tools and assignments
illustrating some ofthe techniques listed above.
One of the significant changes in my teaching has been the change from studentgoals to Student Learning
Outcomes. Ihave further increased the number ofactive learning strategies that I use and how much of
the course is given over to such learning strategies. This illustrates further that I have continually been
thinking aboutmy pedagogy and andragogy and adapted my teaching accordingly. These changes are
illustrated in the accompanying course materials, ifone compares the classes Itaught in 2010 to those I
teach in 2016.

The packetincludes syllabi, power pointpresentations, assignments, assigned readings, samples of
student work, urls to podcasts, and related materials. In addition, the packetincludes student
presentations, and studentgenerated course contentshared via technology and social media. These are
samples only; additional materials available on request. These materials illustrate:
 Developing and using quality syllabi
 Developing and updating course content
 Incorporating multicultural perspectives in teaching methods
 Demonstrating the nature and quality of assignments
 Incorporating pedagogical approaches
 Reviewing, Revising, and updating courses and teaching approaches
 Providing Course Assistance to students
These are all criteria and evidence as recommended in Appendix G ofthe IFO contract.
Nota Bene: Included in this packet are teaching materials for all courses I teach. These are
representative. I have not included every power point presentation, nor every student project,
nor every assigned reading. I have also not included podcasts, as they do not easily print. These
materials are available upon request.
D. Technology
As is evidentfrom the foregoing, technology is frequently used in my courses. That technology may be in
the form ofa presentation (video, audio, power point and similar presentation tools, or other type of
material) or the use ofemail, social media, and D2L (which includes the posting ofmaterial and files,
assignments, news and updates, URLS for websites and web based materials related to the course, use of
the discussion boards, the D2L grading sheets and other features that D2L offers). Typically students and I
use our cell phones to photograph material that is on the board for class and postthis material where all
students in the course may access it. Ialso use more traditional technologies ofpaper and writing

instruments to encourage students to take notes, to write C=and mentally process material, and related
older forms oftechnology.
E. Evaluations
1. Class AssessmentTechniques
Creating learning communities within the classroom as well as being available via email or social media
means that I have a very good finger on the pulse ofmy courses. As one ofthe students whose letter is
included in this packetsays: “Inside ofthe classroom he enables his students to form their own ideas, think
critically, and defend their opinions even when that opinion goes againsthis own views. Dr. Swain
challenges students to truly learn the class material, make connections, and earn their grade through
evaluations. Even after having taken eightcourses with Dr. Swain, I never failed to leave each day having
learned something new from his lectures. Dr. Swain also makes real efforts to engage with students outside
of the classroom.”
When I came to Bemidji State University, I had 15 years ofcollege level instruction at various levels. Since
I care deeply and passionately abouthigher education and pedagogy, Iwork very hard and keep abreastof
pedagogical discussions regarding effective techniques. Therefore, Ihad already developed techniques
that established learning communities engaging in active learning balanced by learning to listen actively to
punctuated lectures and evaluate readings. Since being atBemidji State, Ihave used studentreactions,
including evaluations, to adjustmethods, readings, expectations and other class related issues.Every class
is different; every collection of24, 30, 40 or more individuals is a different mix and will need to have a
professor able to adjustlesson plans and approaches daily to serve the students’ learning.

Since I do create learning communities and we as communities talk prior to class, communicate in informal
ways around campus, use social media methods (Facebook groups,one-on-one instantmessaging,
twitter), it is easy to assess how the students view the class and what is going on.
In addition to these methods, Ihave used studentevaluations, recognizing that there are ofcourse
significant problems with that approach (see Berk, Ronald A. 2005. A Survey of12 Measures ofTeaching
Effectiveness. International Journal of Teaching and Learning in Higher Education, 17 (1) (2005), pp. 48–
62). I use three methods ofmore formal evaluative techniques. First, currentbestpractice (because
problems with the traditional student evaluations) is for the professor to do frequent, in-class evaluations
and have students respond to prompts. This is a practice I have instituted while at Bemidji State; this
coming semester will be the fourth that I have used this practice in some ofmy classes. Ihave based my
practice and evaluations on those suggested by the Center for Teaching Excellence atCornell University.
The bestsecretis to ask for and receive studentresponses regarding class withoutmaking it seem to them
that they are being asked to give an assessment: that way, how they respond to the teacher, to the
material, or other issues that impact the evaluation is more honestand frank.
Questions that I typically ask in this regard are: what are the main points oftoday’s class material? How do
those points fit into the overall course subject/theme? Do you have any questions? Was there anything
that is still unclear? If you were teaching the class today, what would you do differently ( a question doubly
effective with BS majors since itnot only provides me feedback, butalso asks the future teacher to
consider his/her pedagogy in the future)? These questions appear that all I am asking is whether the
current material is understood when in reality I am assessing the course on a daily basis.

These techniques fall under what is now termed Class AssessmentTechniques and overlap with active
learning pedagogical techniques. Both give a day by day assessmentnotjustof that day buthow the
course is doing and what needs to change, ifanything. Included in this packetare examples ofsuch class
assessmenttechniques in the assignments, in the postings with D2L and Facebook, studentstatements
about the nature of my courses. These materials provide evidence ofday by day assessmentofmy
courses.
2. Traditional StudentEvaluations
In addition to these daily class assessmenttechniques, Ido use more traditional studentevaluations as
well. I usually utilize midterm and end ofsemester studentevaluations. Ihave come to use a midterm
evaluation that is different than the final evaluation. The midterm evaluation is directly aimed atdiscovering
how the course is going. The final evaluation, provided by the BemidjiState Center for Professional
Development, and focuses more on assessmentofthe instructor and the course overall. Examples ofboth
are included.
The contract offers no stipulation as to the form or format or the amount ofstudent evaluations to be
included in a PDP or PDR documents, or in a tenure application. No guideline by MNSCU or local Bemidji
State administration has been issued for this either. Therefore, any attempt to use an extra-contractual
measure regarding studentevaluations will be metwith the appropriate contractual response.
That pointed out, Inote that throughout the PDP/PDR process,Ihave frequently sentto the Dean copies
and originals ofstudentevaluations that demonstrate precisely how students reactto my courses. Iinclude
copies ofrecentstudentevaluations to add to those. Further consideration should be given to the letters

students have written on my behalf included and referred to in this application. In addition to those already
referred to in the PDP/PDR process, Ioffer the following summaries.
Academic Year 2010-11
I taught eight courses this year. Six ofthose courses were liberal education courses; four ofthese were
writing courses. In all the courses taught this year, 90% of the students rated the course and instructor at
the highestmarks, 5% gave the second highestmarks. There are always a few who rate lower. There is
one exception: the Spring 3150 course did notwork well. While the Fall 3150 earned a higher than 90%
positive rating from the students enrolled and remarks such as “I have learned more in this class than any
other Liberal Ed course I’ve taken,” the Spring version ofthe course, unchanged in materials and
approaches, never achieved a learning community relationship and was extremely difficultfor all. Other
than that one experience,all the other courses were rated highly. The only negative commentary was
students complained aboutthe amount of work required.
This is the year postrecalibration, my first year acting as chair, and the department was down 5 people.
During this very difficult year, there were many things that fell through the proverbial cracks. One ofthese
was evaluations. While it is my intent and habit to give both midterm and final studentevaluations, this
year that did nothappen as consistently as it should. Ofthe six courses Itaught this year, I have
evaluations from three. Of those, 83% ofthe students rated the courses highly, stating that their learning
increased and skills improved and rated the instructor highly.

During this year, I was the sole British literature professor as well as the sole linguiston campus. This
means that I alone was responsible for teaching six required courses in the department. This was also the
year that chair duties began to impactcertain aspects ofteaching. It became more difficultto keep up on
the administrative aspects ofclass. This is reflected in studentcomments regarding timeliness in returning
student instruments. In spite ofthis, however, 92% ofthe student evaluations rate the courses athigh
marks and state that their knowledge and skills have increased.
I taught both liberal education and other literary courses this year, having developed a regular rotation for
the courses Iam responsible for. Studentevaluations are far and away positive. Idid notuse midterm
evaluations this year; but only final student evaluations. This was in part due to dissatisfaction with the
available midterm evaluation. The majority of students continue to rate the courses highly. The most
common negative complaintagain was regarding the hard work that the courses require. There are always
some negative comments, butlittle that was consistently or statistically significant.
Students have become comfortable with my style and classroom. Ihave begun to notice that I have many
students who are repeating: some have taken as many as five classes with me. This has developed a
rapportin which some students feel comfortable expressing their views aboutthe class, assignments and
so on directly to me. As for evaluations, they continue to rate the courses highly, the majority feeling that
their skills have increased as has their knowledge. They rate the professor fairly highly; some comment
that explanations are notclear.and sometimes vague. Iwas aware that some students were having
difficulty in the English Language course in the Spring: linguistics is a much different way of thinking and
requires differenttypes ofpedagogy than a traditional literature class.

This year I began using and requesting Teaching Assistants more consistently. Ifeel that this is a practice
that adds a greatdeal to the course as well as needed feedback on how the course is proceeding. Overall,
students continue to rate the course highly. The Spring Shakespeare course had very high marks and a
larger number of lower marks than usual. The TA was rated very highly. Many students rated the
selections very highly while others complained thatthey had read these selections in high school.
Somewhere, even though Icommunicated this orally several times throughoutthe semester, that
approximately halfof the plays were chosen because they were taughtin high schools and mostofthe
students in the class were BS majors and would be teaching those plays. There were also some
complaints regarding the supplementary textbook;Iwill be choosing a differentbook nexttime Iteach this
course. Other courses were rated highly.
The Fall semester courses were rated highly. In the Argumentand Exposition course, mostly high ratings,
but some low ones. Comments ranged from affirmations that the student planned on taking more ofmy
courses to rating the course “below E.” The Drama class was overall well-received as was the Worlds of
Beowulf. The latter did receive some comments aboutthe amount ofwork and some confusion as some
students had insufficient background and had to be caughtup.
I mention again that I have included copies and originals ofstudentevaluations in PDRs that the Dean has
seen and commented on. Iinclude copies ofstudentevaluations in this packetas well. I have modeled the
foregoing summaries on the advice and examples ofother faculty who have gone through this process in
the not distant past. As stated above, there is no template or setofinstructions: the intent is to show a
pattern ofteaching effectiveness. Additional evidence is available upon request.

3. Teaching Assistants
Since coming to Bemidji State, Ihave discovered the value ofhaving undergraduate teaching assistants in
my classroom. These students have had the course previously, often having taken it from me. These
teaching assistants serve in many ways, but one key way is that students in the course talk to the TAs
about how the course is progressing. This feedback is then reported back to me, with preservation of
anonymity on the part of the TAs. And since the TAs have previously taken the course, they too are able to
give me feedback on each day’s class period and assess its success in meeting course goals. Ihave
found that it is far more useful to me in understanding where my students are and how they are dealing with
the course than a midterm and final written evaluation. Further, such a method also enables me as a
teacher to change gears and direction ifnecessary on a day to day basis in order to better reach my
students. The negative side ofthis is that it takes far more time and conversation than the more traditional
methods. Typically Imeetonce a week with the TA to discuss the course.
In addition to discussion, Ihave also developed, and continue to adjust, an evaluation sheetfor the
Teaching Assistants. This course evaluation is meant to give the TA an opportunity to evaluate the course
and how I as instructor am doing. While itcannot be anonymous, there is a level oftrust between the TA
and instructor. In addition, since TAs are graded merely as Satisfactory or Not Satisfactory, there is no real
threat to their grade or well-being ifthey should evaluate me negatively. Iask the TA to evaluate the
course with this instrument at the same time that the students fill outthe midterm and final evaluations and
gather them together in an envelope for consultation. Few surprises have come outofthis process since
like daily Class Assessmenttechniques discussed above,the daily and weekly communications between
the TA and myselfhave already given me a very good insightinto how the course is proceeding from the
pointof view ofthe TA and the students.

I have included in this packeta sample ofthe TA form as it currently is designed. Notonly do Iconsult the
TA regarding how the class is proceeding during the course of the semester, but I also consult with the TA
before the semester begins aboutthe course design. Thus, the TA has input into the content of the course
as well as the day to day proceedings. This is a good way to a) receive studentfeedback on the construction
of the course and assess its usefulness, and b) assess delivery methods and pedagogical techniques and
how the course will impact fellow students both before and during the course.
I first began to use my TAs in this fashion during Fall semester ofthe 2013-14 academic year in the Honors
2106 course I was then teaching. It was such a positive experience that I began applying and refining my
approachwith the TAs. This pastsemester,Fall2015, was the first time I used a formal evaluation in addition
to the more informal discussions and daily class assessments. I have included the TA evaluations in this
packet.
F. Student Letters
There can be little evidence ofeffective teaching than students who offer to write letters on one’s behalf.
When students became aware of my bid for tenure, many asked ifthere was anything they could do to
help. So those who wanted to have written letters of recommendation for me. Some are emails of
recommendation. Nonetheless,to have students want to speak for one is a pleasure. More than a
pleasure, itillustrates something very importantabout teaching effectiveness: the students getit! As the
evaluations indicate as well as these letters, it is very clear that the students testify to how much they have
learned.
He genuinely cares that his students learn his course material and takes steps to ensure their
success. He engages students’ interests both in and out ofthe classroom. Dr. Swain is a gem ofa
professor….Jenna Long

Literature during his first year teaching at the university. After attending a single hour I left with a distinct
and lasting impression. Larry Swain is special notjust because he has a passion for literature and for
sharing this passion through his teaching, but because he has the rare and beautiful gift of inspiring others.
Jade Hellen
Dr. Swain’s classroom presence is a mix ofexperienced leadership, guidance, and enlightenment. Ifound
him to be engaging as well as edifying on topics broughtforth in his classroom for discussion. Craig
Soresby
He developed in me a true love for written word, specifically British literature. I am now in my fourth year as
a high school English teacher where I am the "departmentguru" on British literature and I continue to pore
over texts from this genre in my spare time; this is because ofmy experience in Dr. Swain's classes and I
say that without agenda or exaggeration. While Ihad many greatprofessors atBSU, very few stand out as
much as he. Dr. Swain is a dynamic, engaging, encouraging and disciplined educator. Elizabeth Gorski-
Downs
As an undergrad, the hardest I pushed myselfwas in Dr. Swain’s classes, and by the time course grades
were posted, Ifeltthat much more accomplished. He challenged me to work harder than I ever thought I
could, which not only helped prepare me for graduate study, butgave me some insightaboutmyselfthat I
have carried with me since, both in and out of the classroom. Because ofDr. Swain, I am a better student
and a better person. Dean Brooks
These five citations are but examples. The students at Bemidji State who take my classes learn. They
learn and apply what they learn. And they recognize the techniques and appreciate them. There is only
one thing better to demonstrate teaching effectiveness than unsolicited studentletters supporting my
application for tenure. If administration has any doubts aboutmy teaching effectiveness, and they should
not, I simply pointto the letters included earlier in the packet that bear such definitive testimony to teaching
effectiveness, written by the students themselves.
G. Medieval Club
For the last three years, I have been the faculty adviser to the Bemidji State Medieval Club. The club was
founded by students from my courses; inspired by those courses and my efforts to help them
professionalize,they formed a club. “The Bemidji State University Medieval club provides students from all

walks of life with a better understanding and appreciation ofmedieval culture in both professional and
entertaining settings.” While the club does do some entertaining things, one oftheir chiefactivities is to
research a topic and presenton it. Some ofthese have been open to the entire community. I will have
more to say about the Medieval Club in subsequentportions ofthis application. Here Iwish to focus on an
important aspectas a faculty member: there is no other clear sign ofteaching effectiveness than to have
students be so enthralled and inspired that they form a club in order to continue to learn your course
subjects outside the classroom,and then work to teach others. If that is not the very definition ofteaching
effectiveness, then no one on campus is an effective teacher. No other faculty member, and no
administrator, is able to pointto a group ofstudents who formed a club specifically because ofthat faculty
person’s courses with the express purpose ofcontinuing to study the field ofthat faculty person outside and
extending from that faculty person’s classroom. This applicantis the only faculty person in the history of
this campus who can say that he has been effective enough to inspire students to do this.
H. Peer Reviews
In addition to the various levels ofstudentevaluation outlined previously, Ihave asked for my fellow faculty
to observe my teaching. Ihave included the mostrecentpeer evaluation in this packetfrom Dr. Jessica
Durgan. Dr. Donovan in his review remarks: “As a teacher, he clearly inspires students while demanding
much ofthem. Students groan at his routinely demanding a twenty-page term paper for practically every
course, butrespond by eagerly following him from course to course and to far-flung academic conferences
on medieval studies.”
Further, Dr. Christenson in his remarks bears witness also to my teaching effectiveness and relationship
with students as does Dr. Durgan. Peer assessmentofmy teaching effectiveness is sound. Dr. Durgan
recently attended one ofmy classes and has given me a peer review, included in this packet.

I. Couse Development
Since I am solely responsible for six courses in the department, and have over one thousand years of
literature to cover, Ihave planned a regular rotation of courses to give even coverage ofmy periods while
meeting the requirements for our majors and minors and graduate students, as well as contributing to our
Liberal Education offerings. I have also developed new Liberal Education courses to help improve those
offerings after recalibration removed so much, such as the course Words, History and Meaning. These are
awaiting a decision somewhere in administration or have been lost. Ihave included the syllabus and major
assignments ofone such course that I taught as a Humanities 1100 course, though the proposal for the
course is an English 2000 level course meeting Liberal Education area 6. This is one example ofmy new
course development.
For some ofmy courses, there are no appropriate textbooks;Iwould need to choose several different
books and use only parts ofthem to achieve what I need and still supplementthem with other readings. In
these cases Ihave begun composing textbooks for the courses. They are included with the appropriate
courses in the packet.
In addition, many ofthe topics Ihave taught as new preparations, some ofwhich have never been taught
on this campus previously, and others that have not been taught in some years. The syllabi and other
materials clearly demonstrate effective course construction.
When I approach a course, Iconsider the following issues:learning outcomes, content, learning
experiences and evaluations. Ifollow the hierarchy of domains laid outby Bloom when developing
outcomes and learning experiences. Ialso want the students to learn the content of the course. Since Iuse

several levels ofevaluation and class assessmenttechniques, these evaluations tell me how well the
majority ofthe class is developing the necessary skills and acquiring and analyzing the knowledge content.
Many students who first come to one ofmy courses experience a more difficultreading load than they are
accustomed to. Ibase the reading load on my own experiences. Like these students, Iworked my way
through; I worked my way through a private college thathad trimesters. Costs for me back then were only
slightly below what the average BSU studentpays. Based on taking 45-55 credits per academic year,
working 20-30 hours a week (often splitshifts to fit my classes in), and full time during breaks, Iknow that
what I assign to my students can be read in the Dept. of Education’s definition ofa credithour: that
student’s spend a minimum of 2 hours outside ofclass preparing for each hour in class. So assigned
readings and other homework is designed to take two hours for the average student.
Moststudents understand this. Comments in their letters and evaluations illustrate their understanding and
even appreciation ofit.
From a student evaluation: Dr. Swain makes you work for your grade. This means that you
need to read, and you need to participate and show up. If you do that, you'll be fine and
you'll leave with a ton of knowledge. Speak up, don'tbe afraid, and ask for help on the
paper. No, he isn'teasy, buthe cares and he wants you to success, notslack off.
From a student letter: Professor Swain is a challenging teacher. He demands a lotofhis
students throughout the semester. From multiple readings, group work, and papers
students stay busy in his classes. While daunting at first, this is actually a good thing as it
helps students to prepare for higher levels ofacademia, and helps them obtain a firm
understanding ofthe material.
From a student letter: Dr. Swain challenges students to truly learn the class material, make
connections, and earn their grade through evaluations. Even after having taken eight
courses with Dr. Swain, I never failed to leave each day having learned something new
from his lectures.
These sample comments illustrate that students do understand and react positively to my course
construction.

J. Previous Courses
The IFO contract Appendix G states that previous courses taughtelsewhere may be considered, as they
were when I was hired. I list here courses Ihave taught elsewhere:
2008-2010 Harry S. Truman College
 Integrated Communication Studies 100
 Engl. 101 Argument
 Lit. 113 Fiction
 Lit. 211 Shakespeare
2002 - 08 University of Illinois at Chicago (Chicago, IL)
 Engl 101-Understanding Literature: From Homer to Neo: Epic in Ancientand Modern
Literature
 Engl 101-Tolkien and The Lord of the Rings: Influences and Influence
 Engl 105-British and American Literature
 Engl 115-The Bible as Literature
 Engl 161-Composition: Strangers in Strange Lands
 Engl 161-Composition: “The King Beside Himself: Medieval Kingship
 and Modern Leadership”
 Engl 241-English Literature from the Beginning to 1700
1999-02 Western Michigan University (Kalamazoo, MI)
 English 105: Thought and Writing
 Medieval 145: Heroes and Villains ofthe Middle Ages
1996-99 Rocky Mountain College (Billings, MT)
 Cowboy Poetry, team taught with James “Doc” MacDowell
 Millennium Approaching,” team taught with Bernard Rose
 MicrosoftWord I and II
 MicrosoftOffice
 Computers Don’t Bite
K. Faculty Duties
As a faculty member, Ifulfill my duties with regard to students and teaching excellence well.
1. Office Hours-I keep the contractual 10 hours per week, often times more than that. As letters from
faculty and student attest, there are often long lines outmy door ofstudents waiting to see me for
advice. Evidence are the office hours listed on all my syllabi and the letters mentioned. In addition

to stated office hours, I am available via email and Direct Messaging to students and often interact
with students in that fashion (see the letter from Jon Geimer for example).
2. Advising—Iadvise between 12-24 students in the departmentand a few from outside the
department. I take those duties very seriously. Ido have a rule that all advisees mustcome to see
me and talk to me about their intentions while looking attheir DARS. This results in students who
graduate in a timely fashion and avoids pitfalls, extra semesters, and the like. In some cases Ihave
advised students on career choices (see again letters from students, particularly Vetter, Downs-
Gorski, Long, Brooks,and Hellen who mention explicitly my advising and influence on their careers).
3. I have successfully advised several theses to completion, Honors,History, and Masters level
theses.
History:
 Sarah Barott (see letter from Sarah Barott
Honors
 Devan Bierbauer
 Rachel T. Munson
 Meagan Brault (in process)
Masters:
 Travis Grimmler (see listprovided)
 Jade Hellen (see listprovided)
 Kevin McColley (in process) Proposal Included
 Ivory Hilliard (in process) Evidence in packet
 Bethany Goetlich (in process) Evidence in Packet
 Lyla Owens (in process) Evidence available upon request

 Sarah Barrot (in process) Evidence available upon request
 Dawn David (on hold) See Letter from Dawni David
4. Within my departmentI have also sat on thesis committees (see listincluded):
 Melissa Remick
 Andy Hotzler (in process)
 Cyndi Fenske
5. I have been a fourth reader on other thesis committees. Consultthe list of thesis committees
provided by the graduate college included in this packet.
6. I have been a masters level examiner for comprehensive exams for the following Evidence in
packet.
 Matt Adams
 Andrew Fletcher
 Alexander Messejnikov
 Kevin McColley
7. Program Revisions:
After recalibration, the departmentunder my leadership revised the majors and reduced them by
approximately 15 credits. Those catalog changes were all carried out: see catalog revisions in BSU
Academic Catalog.. Further, with Dr. Pawlowski, I am developing a Speech Communication minor,
see evidence in Dr. Pawloski’s packet. Because ofrequests from students in the Medieval Cub, I
have proposed a minor ofMedieval Studies in association with Dr. McManus of the Humanities
Department, signed by the Dean in the October 2015 and passed to Academic Affairs.
8. I have been the faculty adviser for the Theater Club for two academic years and currently am the
adviser for the Medieval Club, my third academic year in that role. For theater club I include minutes

of a pastmeeting in 2012 and call upon the Dean’s own knowledge. For Medieval Club Irefer the
reader to the letter included in this packetfrom Sarah Barott and Rachel Munson as well as current
club information in BeaverLink.
9. I created in my first year at Bemidji State a program to foster communication between faculty and
students titled Culture Shots. Iinclude one ofthe early emails from 2011 coordinating the initial
event.
10. I created a literary reading group with former colleague Susan Cook titled BEDAE for those
interested in English literature in all its periods and forms.
11. . Minnesota Northwoods Writers Conference: I advocated and have been able to revive the
Minnesota Northwoods Writers Conference. This conference is a positive contribution to BSU’s
efforts at creating more programming during the summer to bring students to campus; the
conference is advertising for the university and places our university “brand” in sectors that our
marketing and admissions arms do notreach often; the conference offers opportunities to English
students to professionalize, gain experience, and network with nationally and internationally
established authors as well as make important connections with publishers and the attendees.
12. I have encouraged and taken students to conferences as partoftheir professionalization. The
following conferences have been attended:
 SEMA—programs included
 International Congress on Medieval Studies—programs available upon request
 Student Scholarly and Creative AchievementDay (local and state)
https://www.bemidjistate.edu/news/2015/04/08/looking-back-at-the-student-scholarship-
creative-achievement-conference/ shows two ofthe several students Isponsored;this is the

URL to the schedule: https://www.bemidjistate.edu/conferences/sscac/wp-
content/uploads/sites/25/2015/04/SSCA_Program2015_OnlineVersion.pdf
 IMBAS—registration copy included
 Rare Book School https://www.youtube.com/watch?v=m7imcSnlZEc is BSU’s Dawn David
presenting her work at the conclusion ofthe 2014 RBS
13. In my courses and in the Medieval Club, Ihave included multi-cultural perspectives (see syllabi
included in the packet).
14. I have worked to meetand exceed accreditation standards in my field. Ihave earned the terminal
degree and mastered the skills needed in my field. Ihave migrated from student goals to learning
outcomes. Ihave introduced additional evaluative tools and techniques. These are discussed and
evidence given in the previous sections ofthis application packet.
15. Internships:
I have offered internships in Digital Humanities and editing and publishing to several students since
coming to Bemidji State. Since Iedita journal in my field, serve on projectboard, am editing a
collection ofessays,there are plenty ofopportunities for interested students to gain valuable
experience in editing and digital humanities working with me. For evidence oftheir work, see the
included course schedules. As evidence please see the various course listings for the department
in the Advanced Schedule online.

L. Chair Duties
I have twice been unanimously elected to be chair ofthe English departmentat Bemidji State. According to
the IFO contract Appendix E, the typical duties ofa Chair are as follows, with descriptions ofhow Ihave
fulfilled those duties. Iwill note before describing thatprevious chairs received a full 6 credits ofrelease
time each semester: the contractual 4 plus 2 that the then deans gave them. Both Dr. Rose Weaver and
the late Susan Hauser attested to this fact and that there is currently more work expected ofchairs than in
their tenures in the position. Ireceive 4 credits ofrelease,butsince our classes are 3 credits each,
effectively this means 3 credits, or ¼ release time: one-halfthe amount oftime of my predecessors with
noticeably more work to be done. Here are the contractually described duties.
1. Develops departmentbudgetand administers itaccording to university, college and department
policies.
Typically, the chair and departments do notdevelop budgets. However, Ido monitor departmental
budgets, shiftmoney as needed, and keep track ofexpenditures, particularly money allotted for
student workers.
2. Directs student advising program. --advising codes,keep various avenues updated aboutcourse
offerings,
Each semester Ireceive a printoutfrom the registrar containing each departmentmember’s listof
advisees and their registration codes. Iensure that each faculty member receives their list in a
timely fashion and maintain a master list. In addition, I ensure that current course offerings and
rotations are clearly stated on the departmental web page and copied onto posters thathang in the
hallway outside faculty offices. Imake sure that all faculty, particularly new faculty are aware of the
current course offerings and rotations. In training new faculty, I explain the bestmethods for

advising, introduce them to the DARS reports, and prepare them for advising students. Iattend the
new studentand transfer student registration periods setup by Admissions and Advising.
Evidence provided upon requestor check with Zach Johnson ofour Advising center.
3. Coordinates departmentinteractions with student organizations. Medieval Club, Theater Club,
Writing Groups
In addition to my advising ofstudentclubs, Imaintain relationships with student led writing groups.
The Ink Warriors is a studentestablished, studentled group thathas metfor the last two years
whose purpose is to share creative writing and commentupon one another’s works. The Round
Table is a similar group, formed originally by my design as a projectfor an intern majoring in
Creative Writing. It was founded in Sept. 2014. I continue to encourage these groups. Evidence of
my student club activities are included above. Included also are printouts ofthe club pages on
Facebook.
4. Coordinates departmentstudentrecruitment activities.
As mentioned above,Iattend and take part in all the AARs. In addition, the departmentsends
bookmarks to regional high schools every year. Over the course ofmy time as chair, we have had
to editand change the bookmarks twice, working with our marketing and print shop. In 2014-15
academic year, Itook advantage ofthe dean’s offer to have departmental brochures made to
distribute at events. Iworked with various parts ofcampus to accomplish this. We also use the
departmental web page to recruit and inform prospective students. Isupervise the maintenance of
the departmental pages, especially the content. Since becoming chair, Ihave also developed and
utilize Facebook and Twitter to attract students. Copies ofbookmarks and brochure included. The
departmental web page is here: https://www.bemidjistate.edu/academics/departments/english/ .

The Facebook group is called BSU English as is the Twitter account, both of which may be
followed.
5. Ensures that student concerns and complaints are properly addressed.
There are too many examples to choose from. Students sometimes complain aboutprofessors
and graduate assistants. I listen to them patiently. While I do want to give faculty at all levels the
benefitof the doubtand supportthem 100%, I do ask them in a way that protects the student as
much as possible aboutthe situation. If the problem is too egregious or beyond anything Ican
really do, Isend the student to the Dean’s office. In response to graduate studentconcerns
regarding professionalization and the job market, we have been attempting to make changes to our
graduate curriculum. I have attempted to help students appeal grades, guide and advise them on
proper procedures, help them navigate financial aid, and other difficulties students encounter and
come to me about. Evidence and examples available upon request.
6. Develops proposed departmentclass schedule and long term schedule for course offerings.
Every semester since becoming chair in July 2011, I have coordinated departmental scheduling for
courses offerings three times a year: Fall, Spring, and Summer. See the course catalogs for each
semester in the Advanced schedule since Fall 2011.
7. Coordinates handling or curricular proposals and new program planning.
During my time as chair, we have proposed changes to both our undergraduate and graduate
curricula. In addition, we are working on changes to the Speech Communication curriculum, have
proposed a Medieval Studies Minor in conjunction with Brendan McManus in the Humanities

department. We are currently also making changes to our majors, adjusting Tutoring Writing’s role
in the departmental curriculum.
8. Chairs departmentmeetings and coordinates departmentcommittee activity.
Department meetings occur regularly, and as chair, I chair them. Further, I communicate almost
daily on various issues ofinterestwith my departmentthrough our email listserv. The department
has three subcommittees: an assessmentcommittee, a scholarship committee, and a committee to
consider interns for the Writers Conference. We ofcourse also have ad hoc committees such as
search committees when needed,hence the ad hoc designation. Deans and the Provosthave on
occasion attended and/or been invited to attend such meetings.
9. Facilitates departmentplanning activities including goal setting and integration with institutional
goals and objectives.
The departmenthas a setof goals listed in the SWOT and Master Academic Plan, all done under
my chairmanship. See those documents for evidence.
10. Prepares reports and other information for college and university administrative officers.
Oh yes, Ido plenty ofthat!
11. Prepares departmentcorrespondence
There has been little ofthat. But there has been some related to the Writers Conference. Most
correspondence is email and relates to potential students, undergraduate and graduate, occasional
parents, and colleagues atother institutions.

12. Coordinates departmentgrant and other externally supported activities.
The departmenthas no grants in process atthis time, other than those associated with the
Minnesota Northwoods Writers Conference. Atthe moment, our director Sean Hill and assistant
Mat Hawthorne write the grants. They have been successful and are expanding efforts to more
granting agencies.
13. Coordinates publication, public affairs and alumni activities
As mentioned previously, under my chairmanship we have published bookmarks we use for
recruitment, brochures for recruitment and information, and update our webpage consistently.
Further, in addition to the previously mentioned social media tools thatalumni continue to
subscribe too after they graduate, I have established a Linkedin group specifically for alumni.
14. Develops a proposed hiring plan for departmental action and makes recommendations to the
Dean, such as position requests:
Since being chair, we have putforward four hiring requests, the SWOT, contributions to the Master
Academic Plan, had one professor promoted,and multiple documents composed on various issues
relating to curriculum, course offerings, assessment, and other matters. Since the Dean(s) and
Provost(s) have seen this information and signed the forms, I will simply refer readers to those
persons, or Iam able to supply copies on request.
15. Coordinates departmenthiring activities.
We have had five searches since Ibeen chair:
Writing Center Director (2)
Speech Communication (Pawloski)

Victorianist (Durgan)
Theory/World Lit (Rees)
I as chair wrote the hiring packets, formed the search committees, and served as chair for four of these
searches. Copies available upon request.
16. Orients new faculty to departmentand assists faculty with professional developmentplanning.
I have supported new faculty by meeting with them frequently during their first semester, guiding them
through the course proposal process, assisted them with their first PDP/PDR process, commented on
their PDP/PDRs, helped them with their advising learning, and generally been a resource.
17.Directs non-unit employees and studentworkers.
We do nothave non-unit employees. Since Ihave been chair, we have had two student workers
per academic year whose work Ihave supervised:
Andy Hotzler, Leah Carpenter, Julie Thilgen, Mary Comfort, and Meagan Brault.
18.Supports departmentmembers in the conductofother duties such as scholarly activity and
community service.
I am enthusiastic about colleagues conducting other duties: we have supported the Minnesota
Writers’ Conference, sentfaculty to conferences, proctored exams for faculty attending
conferences, and otherwise encouraged especially new faculty to undertake scholarly activity and
service.
19 Other:

A. As a result ofmy chairmanship, I was asked to be an outside consultantfor the self-study by the
English Department at University ofWisconsin-River Falls.
B. After recalibration, we losttwo faculty lines. Since then, we have recovered those lines and will
be adding 2.5 more. In addition, we added a full time professor in Speech Communication and no
longer depend solely on contingentinstructors.
C. I advocated for and eventually received thirteen GA positions; we were reduced to ten.
D. I have successfully steered the departmentinto doing assessment. In the first year after
recalibration, my first as chair, there were few ofus: 2 had been cut, 3 FTE were granted full year
sabbaticals and a greatdeal ofeffort was put into reaccrediting the Teacher Education programs.
Subsequentyears my predecessor openly and actively resisted accreditation efforts, made even
more difficult by dealing with a disheartened faculty. Changes in personnel, time, and cajoling
finally paid off and the departmentis slowly becoming currentin accreditation matters.
According to the contract, Article 20.B, Appendix E, Article 22.B and Appendix G lay outcarefully the
requirements and evidence for Criterion 1. The foregoing demonstrates an “exceeds requirements” if
measured by the contract.
Criterion II: Scholarly or Creative Achievement or Research
PUBLICATIONS
Published
Swain, Larry J. Review of Shirin A. Khanmohamadi, In Light of Another’s
Word: European Ethnography in the Middle Ages. in Appositions: Studies in
Renaissance/Early Modern Literature and Culture v. 8 (2015).
Swain, Larry J. with James Weiner, “Exploring the Depth and Beauty of Anglo-Saxon
Literature,” Ancient History Encyclopedia (Feb. 2,2015)

Swain, Larry J. “Moses: A Central Figure in the New Testament,” in Illuminating Moses: A
History of Reception fromExodus to the Renaissance ed. Jane Beal,(Leiden: Brill Publishers,
2013)
Swain, Larry J. “Past,Present,and Future of Digital Medievalism” in Literature Compass v. 9,
Issue 12 (Dec. 2012)
Swain, Larry J. “Whose Text for Whom? Transmission History of
Ælfric of Eynsham’s Letter to Sigeweard,” in Scribes, Printers, and the Accidentals of their
Texts,ed. J. Thaisen and Hanna Rutkowska for Studies in Medieval Language and Literature
Series, gen. ed. Jacek Fisiak, (Peter Lang Publishing Group. 2010)
Swain, Larry J. Review of Ariel Hessayon and Nicholas Keene,eds., Scripture and Scholarship
in Early Modern England (Aldershot:Ashgate, 2006) in Sixteenth Century Journal v. 40 #3 (Fall
2009), 823-25
Swain, Larry, J. Articles on “Augustine of Canterbury,” “Benedict Biscop,” “Book of
Lindisfarne,” “Ceolfrith of Jarrow,” “Cuthbert of Lindisfarne,” “Theodore of Tarsus” in Early
Peoples of Britain and Ireland: An Encyclopedia ed. Christopher A. Snyder, (Arlington:
Greenwood Publishing Group, October 2008)
Swain, Larry J. Articles on “Biblical Allusions,” “Figura,” “Fortuna,” “Consolatio,”
Alliteration,” “Hexameral Poem,” “The Beowulf Poet” in Companion to Pre-1600 British
Poetry. Ed. Michelle M. Sauer, (New York: Facts on File, 2008)
Swain, Larry J. “Towards an Anglo-Saxon Theory of Translation,” Medievalia, Vol. 26 No. 2;
(2006), 265-279
Swain, Larry J. Articles on “Old English Exodus,” “Middle English Losenger ” “Gimli,” “Latin
Literature,” “Judaism,” and other articles in The J. R. R. Tolkien Encyclopedia:
Scholarship and Critical Assessment., ed. Michael Drout, Douglas A. Anderson, Marjorie
Burns, Verlyn Flieger, Thomas Shippey (New York: Routledge, 2006)
Swain, Larry J. Review of David Burnley, Old English: A Multimedia History (London: 2001),
in The Medieval Review,(2002) with Paul E. Szarmach TMR ID:
02.09.38http://www.hti.umich.edu/cgi/t/text/textidx?c=tmr;cc=tmr;sid=dc183d60a72548ef70291e
68053f46 be;q1=2002;rgn=main;view=text;idno=baj9928.0209.038
Swain, Larry J. Review of “Lacus Curtius: Into the Roman World” A review of the web site
“Lacus Curtius” in Bryn Mawr Electronic ResourcesReview (2000)
http://ccat.sas.upenn.edu/bmcr/bmerr/2000/SwainLacusOct.html
Swain, Larry J. “An Internet Odyssey: A Personal History of the Internet,” Computer Trader
Magazine v. 4 Issue 12 (December 1996), 22-33
At Press
Swain, Larry J. “Ælfric of Eynsham” Encyclopedia of British Medieval Literature.Eds. Rouse,
Robert, and Echard, Sian. Wiley-Blackwell, expected 2016.
Swain, Larry J. Ælfric of Eynsham’s Letter to Sigeweard: An Edition, Translation and
Commentary, Witan Publishing, (2016) (Will appear this Spring/Summer)

Swain, Larry J. “Of Hands and Halls: The Disposition of Grendel’s Hand in Beowulf”
accepted for publication, Anglia, (2016)
Swain, Larry J. “Cynewulf's Catalog of Charismata in Christ II:Sapientia, Fortitudo and Heroic
Society” for A Companion to the Exeter Christ Poems,Bruce Gilchrist and Carolin Esser, eds.
Forthcoming
Swain, Larry J. Articles on “Caper,” “Columella,” and “Cornutus” in Sources of Anglo-Saxon
Literary Culture: C volume ed. Thomas N. Hall (Kalamazoo: Medieval Institute Publications)
In Process
Swain, Larry J. “The Wundenlocc Maid:Hair and Decapitation in the Old English Judith”
Swain, Larry J. “Who Read Bede in Anglo-Saxon England”
Swain, Larry J. The Bible in Anglo-Saxon England for Sources of Anglo-Saxon Literary Culture
series.
PAPERS PRESENTED
2015 Roundtable: The Ballad of the Lone Medievalist, 50th
International Congress on Medieval
Studies, Kalamazoo, MI
2015 “Whither and Whence of Source Criticism and Anglo-Saxon Literary Cultures” 50th
International Congress on Medieval Studies, Kalamazoo, MI
2014 “Bede’s Multiple Textual Communities in Anglo-Saxon England,” 49th
International
Congress on Medieval Studies, Kalamazoo, MI
2014 Roundtable: Irrationality as a Fruitful Methodology,” 49th
International Congress on
Medieval Studies, Kalamazoo, MI
2013 “Roundtable: Teaching Anglo-Saxon Language, Literature, and Culture to
Undergraduates” Participant, Southeastern Medieval Association, Boone, NC
2013 “Readers of Bede in Anglo-Saxon England” 48th
2013 “E-Publishing and Medieval Studies: A Roundtable Discussion” Participant, 48th
2011 “Hands, Hearth, and Halls: The Disposition of Grendel’s Hand in Beowulf,“ 46th
2011 Texts of Terror: Vita s. Edmundi and Judith as Responses to the Tenth-
Century Vikings” Honors Lecture, Bemidji State University
2010 “A Text for Terror: The Vita s. Edmundi and Æthelred’s Foreign Policy,” 2010
M/MLA Convention, Chicago, IL

2010 “Texts of Terror: Vita s. Edmundi and Judith as Responses to the Tenth-
Century Vikings,” 45th
International Congress on Medieval Studies,
Kalamazoo, MI
2008 “Ælfric of Eynsham's Biblical Lore and His Poetic Sources,” 43rd
International
2007 “Whose Text for Whom?: Medieval and Modern Audiences of Ælfric of
Eynsham’s Letter to Sigeweard,” 42nd
2006 Participant, “Bastard Publications? The Future of Online Journals
(A Roundtable),” 41st
Kalamazoo, MI
2006 “An Early Irish Commentary on Matthew’s Gospel,” 41st
International
2006 “The Problem of Wundenlocc in the Old English Judith and Riddle 25,” Illinois
Philological Association, Chicago, IL
2005 “Judith: The Wundenlocc Maid,” 40th
2005 “Once Upon A Time, There Taught a Medievalist: Teaching Medieval
Material to Freshman (and Other) Classes,” Medieval Academy of America Meeting,
Miami, FL
2004 “Stranghynde: Conceptions of the Biblical David and Alfred the Great’s
Propaganda Machine,” International Medieval Congress, Leeds, U.K.
2003 “The Blessed Realm: Dante’s Ulysses in Tolkien and Lewis,” Studies in
Medievalism Conference, St. Louis, MO
2003 “Aelfric’s Letter to Sigeweard,” 38th
2002 “The Roots of a Harmony: the Middle English Pepysian Gospel Harmony and
its Sources” 37th
2001 “A Planned Textual Community: Alfred’s Preface and Its Importance,” 36th
2000 “C. S. Lewis: Last Medieval Theologian,” Studies in Medievalism
Conference,Holland, MI
1999 “The Easter Controversy, Anti-Judaism, and the Reception of the Irish,”
Midwest Medieval Historical Association Conference,Cincinnati, OH
CONFERENCE SESSIONS PRESIDED

2014 Presider and Organizer, “Of the Same Bone and Blood: Anglo-Saxon and Other
Germanic Literature in Comparative Perspective,” 49th
2013 Presider and Organizer, “Anglo-Saxon and Old Saxon (and Other) Cross-Cultural
Connections,” 48th
2012 Presider and Organizer, “Beowulf and the Heliand in Comparative Cultural Perspective,”
47th
2012 Presider and Organizer, “A Reckoning: Translation as Cultural Change and
Culture Clash”47th
2011 Presider and Organizer, “Found in Translation: Linguistic Evidence for
Cultural Change”
2010 Presider,“Saints of the Heroic Age and Today”
2008 Presider and Organizer, “Early Medieval Biblical Exegesis and Commentary I
and II.”
2006 Presider,“Medieval English Biblical Literature,” 41st
International Congress
on Medieval Studies, Kalamazoo, MI
2005 Organizer with Erik Vorhes, “Anglo-Saxon Holy Men and Holy Women
I-III,” Presider of Session I, 40th
Kalamazoo, MI
2005 Presider,“Medieval English Biblical Literature,”40th
International Congress
on Medieval Studies, Kalamazoo, MI
2004 Presider,“Sources of Anglo-Saxon Literary Culture,” 39th
International
2002 Presider and Organizer, “Aged Wine in New Skins: Biblical Stories Retold in
Medieval Literature,” a Special Session for the 37th
2001 Organizer and Presider at Heroic Age Sponsored Sessions for the 36th
2001 Presider,“Expressing the Ineffable: a Session Focusing on Middle English
Mystical Literature,” 36th
Kalamazoo, MI
Forthe foregoingI have includedasevidence:printedworkssince2009,At Press works, andsomeof the In Process
Works. Futherevidenceuponrequest. ForPresentationsand Presiding,consulttheprogramsfor those events,
mostavailableuponrequest.

In addition:
A. I have been asked to review the following: Dalton, Paul, and Edmund King. 2015. Rulership and
rebellion in the Anglo-Norman world, c. 1066 - c. 1216: essays in honour of professor Edmund
King. Farnham: Ashgate. See listofbooks consulted in Criterion III
B. I am submiting a book review to the peer-reviewed journal Arthuriana on the Longman Anthology of
Old English, Old Icelandic, and Anglo-Norman Literatures. Ed. Richard North, Joe Allard, Patricia
Gilles, Routledge, 2011. Ihave included the invitation. The review awaits the copy editors now. I
include the original invitation
C. I am one ofa team of editors for the Old English Newsletter Year's Work in Old English. This work
is a summary and review ofevery book,article, and note published in the field. Ihave included the
masthead of the mostrecentissue where my name appears.
D. I have presented on Dante at the mostrecentSoutheastern Medieval Association conference in
Little Rock, AR. in late 2015. See Criterion I under “taking students to conferences” where the
recentprogram is included.
E. I will presenton Visible Song: 25 Years On at the International Congress on Medieval Studies in
May 2016. The preliminary program is here:
http://www.wmich.edu/sites/default/files/attachments/u434/2016/medieval-2016-congress-
schedule-preview.pdf
F. I have been asked to be partofa roundtable for the International Congress on Medieval Studies in
May 2017.
G. I editThe Heroic Age, a journal in my field. See http://www.heroicage.org
H. I have been granted Professional ImprovementGrants 2011-16. Since Deans and other
administrators receive notice ofthese grants, Ipointyou to the bestevidence possible.
I. I have begun writing text books for my courses,mentioned and included under Criterion I.

J. In 2011, I delivered an Honors Lecture on campus.
K. I have spoken with the publisher Witan Press and have developed a potential contributor listfor a
volume ofessays on J. R. R. Tolkien’s “On Fairy Stories.” The invitation letter is included in this
packet.
L. I am an editor and on the board for Sources of Anglo-Saxon Literary Culture. Included in this
packetare the list ofeditors and a letter.
M. Other Scholarly Achievements:
 2001 Web Designer, Sources of Anglo-Saxon Literary Culture, Volume I
https://web.archive.org/web/20010414230535/http://www.wmich.edu/medieval/saslc/index.html
 2000 Web Designer for A Bibliography of Germanic Alliterative
Meters: The Electronic Edition by RobertFulk and Kari Ellen Gade.
 1999-01 Assistant to the Publisher, Old English Newsletter
 1996-98 Academic Computing Specialist, Rocky Mountain College (Billings, MT).
N. I resurrected and republished the Edmund of East Anglia Project: http://torrencia.org/edmund/ I
am listed as ProjectManager.
III. Evidence of Continuing Preparation and Study
1. I regularly attend the largestconference in my field, the International Congress on Medieval Studies. I
have attended every year Ihave been at BSU and will attend and presenta paper again in 2016.
Consult past programs, available upon request.
2. I have received a Professional ImprovementGrant each year from 2011 to present. Refer to Criterion
II for evidence.
3. I participate as a member in the following societies:
 International Society of Anglo-Saxonists
 Medieval Academy ofAmerica
 Modern Language Association
 Society for the Study ofthe Bible in the Middle Ages
 Society for Medieval Languages and Linguistics
4. I subscribe and read the journals in my field:
 Speculum
 PMLA

 Profession
 Anglo-Saxon England
 Tolkien Studies
 Mythlore
5. I check and follow these open source journals:
 Oral Tradition http://journal.oraltradition.org/
 Hortulus http://hortulus-journal.com/
 Digital Medievalist http://www.digitalmedievalist.org/
 Fragments: Interdisciplinary Approaches to the Study of Ancient and Medieval
Pasts. http://quod.lib.umich.edu/f/frag/
6. I am one ofthe team for the Old English Newsletter Year's Work in Old English. See Criterion II.
7. I am on the editorial board ofthe Sources of Anglo-Saxon Literary Culture. See Criterion II
8. I am the Editor in Chief of The Heroic Age. All three ofthese mean that I engage in a constant review
of new scholarship and research in my field. See Criterion II.
9. I have been asked to be on the board ofa new H-Net community of scholars, H-Medieval. Original
invitation included.
10. I administer discussion groups on Linked-In dedicated to the medieval field. Evidence included.
11. I subscribe and read Tomorrow’s Professor, an email listserv regarding bestpedagogical practices in
Higher Education. I have included a recentcolumn of interestthough may certainly include additional
materials.
12. I have read and considered the following resources in regard to pedagogy in Higher Education:
a. Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom
(ASHE–ERIC Higher Education Rep. No. 1). Washington, DC: The George Washington
University, School ofEducation and Human Development.
b. Miron, Eli, and Gilad Ravid. "Facebook Groups as an Academic Teaching Aid: Case Study
and Recommendations for Educators." Journal OfEducational Technology & Society 18,
no. 4 (October 2015): 371-384.
c. Öztürk, Ebru. "Facebook as a New Community of Inquiry Environment: An Investigation in
Terms ofAchievementand Motivation." Journal Of Baltic Science Education 14, no. 1
(January 2015): 20-33.
d. Green, Diana M. 1994. What is quality in higher education? Buckingham [England]:
Society for Research into Higher Education & Open University Press.
e. Brown, George, Joanna Bull, and Malcolm Pendlebury. 1997. Assessing student learning
in higher education. London: Routledge.
f. Berk, Ronald A. 2005. A Survey of12 Measures ofTeaching Effectiveness.

g. Crossman, Joanne M. and Kite, Stacey L. 2012. Facilitating Improved Writing Among
Students Through Directed Peer Review. Active Learning in Higher Education 13(3)
(2012) 219-229.
h. Overby, Kimberly. 2011. Student-Centered Learning. Essai. 9.32.
http://dc.cod.edu/cgi/viewcontent.cgi?article=1375&context=essai
See also the included listofadditional works.
13. To prepare for my courses Ihave read and reviewed the following:
a. The textbooks and articles listed on the syllabi. Consultthose documents, already
included.
b. McGregor, William. 2009. Linguistics: an introduction. London: Continuum.
c. Mills, Paul. 1996. Writing in action. London: New York.
d. Colombo, Gary, RobertCullen, and Bonnie Lisle. 1992. Rereading America: cultural
contexts for critical thinking and writing. Boston: Bedford Books ofSt. Martin's Press.
e. Hacker, Diana, and Nancy I. Sommers. 2012. Rules for writers. Boston: Bedford/St.
Martin's.
f. Hoffman, Andrew J. 2015. Monsters A Bedford Spotlight Reader. Bedford/St. Martins
See also the included listofadditional works.
14. I have enrolled in a MNSCU course titled: University and College Teaching. Registration
confirmation included.
15 I have continued to read and research in my field. See incomplete bibliography. Refer also to
works and activities listed above in Criterion II and III.
16. Everything in Criterion II is included here in Criterion III as well. Teaching influences and often
determines research and publication; research, writing, and publication influence and develop
teaching. Rather than copying everything there here, Irefer readers back to that section and that
evidence to be included in evaluation ofCriterion III, in accordance with evidence as listed in the
IFO contract Appendix G.
17. I developed two Library Hunt exercises, included in the curricular materials above. One ofthose
exercises was used to orientnew librarians by library staff. See appropriate courses in Criterion II.
18. I read about pedagogy. Sample articles included.
IV. Contribution to Student Growth and Development:
A. I advise students in the English departmentand a small number of undecided students in the
student body. See Criterion I, advising list.
B. I will continue to foster and guide studentinterestin Medieval Club.
C. I will foster and guide the Medieval Club to generate interestin Medieval studies thatsupplement
our courses.

D. I have generated reading lists ofprimary texts in English literature to be placed on the web to aid our
students in contextualizing the literature we encounter in classes and other groups in addition to those
generated in the past. Printout included.
E. As an editor ofa journal and two encyclopedias, I have developed a working relationship with our
students and Writing faculty to provide further opportunities for professional editorial experience and
experience in the publication process for our students. See the course catalogs for pastyears where I
have had students in “Internship: E-publishing” “Editing” and similar names.
F. I have been asked to help multiple students with arranged courses in subfields oftheir interestand
have followed through on these. Consult the course catalogs for pastsemesters which listthese
courses.
G. I use the UTAP program, using English students as Teaching Assistants in classes enriches their
undergraduate experience. See Criterion 1 where there is further discussion on this issue. Also consult
the course catalogs which listTeaching Assistants with my name attached.
H. I encourage interested students to attend conferences atboth undergraduate and graduate levels.
See Criterion I.K for further discussion and listing ofconferences.
I. I aided in setting up professional experiences for graduate students with other scholars in their field,
especially atconferences The Lone Medievalistwebsite was created and is maintained by one ofmy
current graduate students and a former undergraduate student whom I introduced to the founders of
the project: http://www.thelonemedievalist.com/ This is butone example.
J.I supervised and continue to supervise undergraduate and graduate theses. See Criterion I.K for
further discussion.
M. I serve on thesis committees. See Criterion I.K for further discussion.
N. I have served as the fourth reader on thesis committees. See Criterion I.K for further discussion.
O. I assistthe Medieval Club in bringing Medieval scholars to campus as guestspeakers who plan to
benefitthe whole campus community. To date we have broughtin Kirsten Wolf of the University of
Wisconsin at Madison. We plan another scholar this spring, 2016. In addition, we have hosted special
lectures by local faculty, Brendan McManus in 2015 and Jon Ellis in 2016. Michelle Sauer will be
visiting campus in Spring 2016.
P. I plan to continue to develop studentcentered learning strategies in my courses. See Criterion Ifor
discussion ofcourse development, pedagogy,and curricular development.
Q. I plan to continue student recruitment, retention, and graduation strategy implementation.
R. I will provide students with letters ofrecommendation upon request. Kayla Weiss, Kevin McColley,
Emma Guthrie, Jenna Long, Whitney Jackson, Matt Adams, Andrew Fletcher, Preya Patel, Kris Vetter,

Sarah Barrot, Beth Vigoren, Bruce Burns, Cyndi Fenske, Rachel Guck, Andy Hotzler, Jade Faith, Jonathan
Miller, Emily Rice, Sarah Sprouse, Tia Massar, Copies ofletters available upon request.
S. I foster and defend studentlearning courses offered by the department. See faculty letters and refer
to discussions with the dean regarding curriculum.
T. I contact presses in the state ofMinnesota regarding internships for our students. I have
U. I served on the committee for StudentScholarly and Creative AchievementDay, 2011-13.been in
contact and referred students to Lerner Publishing, for example.
V. I encourage departmental majors to take part and contribute to Student Scholarly and Creative
AchievementDay. Sarah Barrot, Rachel Munson, Devan Bierbauer, Jon Geimer (others) See emails
included. Consultprevious catalogs for the events.
W. I have previously mentored the Theater Club. See Criterion I.
X. I have created a program aimed atbuilding bridges between facul and students titled Culture Shots.
See Criterion I.
Y. I have created for departmental students the Readers Spotlight. See Criterion I
Z. I have recreated and maintain the SpotlightWall to showcase studentwriting. See Criterion I.
AA. I created a student reading group, Bedae. See Criterion I.
BB. I provide studentinternships for the Minnesota Northwoods Writers Conference. See Criterion I.
CC. I have provided internships in Digital Humanities, E-Publishing, and editing. See Criterion I.
V. Service to the University and Community
1. I am the departmental liaison to the library and be part ofthe process ofinforming our library
collection with respectto our field. Collection developmentfor the general fields ofEnglish and
Linguistics is an area near and dear to me. Since Iassign research papers, itis vitally important that
students have resources to use on campus. Iinclude a recentemail exchange between Patrick Lee
and myselfas well as point to previous PDP/PDR on file.
2. I am part ofthe departmental committee deputed to address the concerns by the accreditation
committee. We have submitted Assessmentplans that have been approved and are now caught up in
that arena. See Criterion I.

3. I am Chair of the English Dept. I was elected unanimously to a second term. As chair, we have
revived and continue to revive the Speech Communication program. After recalibration, the
departmentwas deflated: during my tenure as chair, though at times very difficult, we have come back.
At last, we are dealing with Assessmentand accreditation issues. We are working on recruiting
students and being able to offer additional liberal education courses. See Criterion I.
4. I served on the Curriculum Committee 2011-15. See BSUFA Committee rosters included.
5. I have in the pastserved on the Teacher Education Committee. 2011-13. See BSUFA Committee
rosters included
6. I serve on and chair the Rules Committee. 2014-16. See BSUFA Committee rosters included
7. I serve on Faculty Senate as Parliamentarian. See BSUFA Committee rosters included. In fact, the
current Dean ofArts and Sciences recruited me for this position when she was a faculty member.
8. I am a bibliographer for the Old in Old English Studies. See Criterion II
9. I editthe journal The Heroic Age. See Criterion II
10. I am involved in developing the departmental assessmentgoals and plan. See also Criterion I
11. I have been a member ofsearch committees for faculty in English, Sociology, and Humanities
(twice). I served on search committee for the Library. I have been on search committees for
administration: CAS Interim Dean, CAS Dean, HSHE Interim Dean, CIO. Evidence included in this
packet.
12 I supervised and continue to supervise undergraduate and graduate theses. See Criterion I.K for
further discussion.
13. I serve on thesis committees. See Criterion I.K for further discussion.
14. I have served as the fourth reader on thesis committees. See Criterion I.K for further discussion.
15. I plan to assistthe Medieval Club in bringing Medieval scholars to campus as guestspeakers who
plan to benefitthe whole campus community. To date we have broughtin Kirsten Wolf of the
University of Wisconsin at Madison. We plan another scholar this spring, 2016. In addition, we have
hosted special lectures by local faculty, Brendan McManus in 2015 and Jon Ellis in 2016. Michelle
Sauer will be coming to campus

16. I have served on the committees ofgraduate students. See Criteria I and IV.
18. I am an effective teacher who, as the previous documentation shows: “He will absolutely bend over
backwards to teach and guide his students who are willing to meetand exceed his standards. One of
the best? No. The best.…” There is no better service to the world than teaching studenI s.
19. In October 2014, I moderated a Bemidji mayoral candidate debate atBemidji State University.
20. I serve and convene the Liberal Ed committee. See BSUFA Committee rosters included.
21. I am a bibliographer for the Years Work in Old English Studies. See Criterion II.
22. I editthe journal The Heroic Age. See Criterion II.
23. I serve on the board ofthe Sources of Anglo-Saxon Literary Culture. See Criterion II.
24. I serve as Vice-Presidentofthe BSUFA. See BSUFA Committee rosters included.
25. I advocate, assist, and participate in the planning and production ofthe Minnesota Northwoods
Writers’ Conference. I think and hope this is well known, but I include a recent email abouta grant
award. Further evidence available upon request.
26. I founded, organize, and advocate for the Readers Spotlightseries and will continue to invite the
BSU community. Posters Included in Packet.
27. I will continue to supportand advocate for the studentwriting groups and CRE8 to showcase
student creative and professional writing.
28. I encourage students to take part in Student Scholarly and Creative AchievementDay, both locally
and state-wide. See Criterion I and IV.
29. I have worked on studentretention and recruitment for the department. See Criterion I.
30. I served as an outside consultant for University ofWisconsin-River Falls English Dept. in their
assessment. See Criterion I.
31. I conduct“Words with the Chair” for students and faculty. A recentposter advertising the eventis
included.
32. I update the departmental webpages,see Criterion I.
33. I have established Linked-In and Facebook groups for alumni, current students, and students in
current classes in order to facilitate community among people associated with BSU English. See
Criterion I.
34. I participate in professional listservs: Digital Medievalist, Ansax-net, Medtext-L, Med Religion, H-
Medieval, ISAS list, Mythlore, among others. Evidence available upon request.

35. I was invited to be interviewed for the AncientHistory Encyclopedia. See Criterion II.
36. I have been on the Career Services steering committee since 2011. Iinclude email from 2013
asking if I want to continue to serve and a recentemail for our spring 2016 meeting. Other evidence
available upon request.
37. I was asked to be an external reviewer for the tenure application ofDr. Andrew Pfrenger at Kent
State University. Invitation and response emails included.
38. I write and maintain or contribute to three blogs largely aimed ataspects ofmy field. Evidence
included.
39. I was instrumental in the addition ofa Speech Communication specialiston campus. See Criterion
I.
40. I was requested to be the external reviewer for a master’s thesis at the University of Ireland-
Galway. Email exchange included.
41. I have officiated at two weddings ofBSU community members. Sarah Barott and Joel Verschay.
Evidence available upon request.
42. I worked with David Treuer to bring the Writing on the Rez course to BSU in summer 2011. Email
exchange included.
43. I have resurrected and released the Edmund ofEastAnglia project. See Criterion II.
44. I have composed a blog “Carnivalesque” for Ancientand Medieval blogs. Evidence included.
45. I teach an online Latin course in the summers that students from other universities around the
country enroll in and take. See Criterion I.
46. I have served on the Creative and Scholarly Achievementcommittee. Email included.
47. I am cited by my colleagues. A sampling follows:
Cervone, Thea. Sworn Bond in Tudor England: Oaths, Vows and Covenants in Civil Life and Literature.
Jefferson, NC: McFarland &, 2011.
Thanked in preface, page 4.
Kleist, Aaron J. The Old English Homily: Precedent, Practice, and Appropriation. Turnhout: Brepols,
2007.
Referenced as source, page xii
Marsden, Richard. The Old English Heptateuch ; And, Ælfric's Libellus De Veteri Testamento Et Novo.
Oxford: Oxford University Press for the Early English Text Society, 2008.

Reference to Dr. Swain's continuing study of the Libellus, page xxxii
Olsen, Derek A., and Luke Timothy Johnson. Reading Matthew with Monks: Liturgical Interpretation in
Anglo-Saxon England.
Dr. Swain's article cited in references, page 252
Sauer, Michelle M. The Facts on File Companion to British Poetry before 1600. New York: Facts On
File, 2008.
Articles written by Dr. Swain: "Biblical Allusions" page 81; "Chiasmus" page 113; "Consolatio
(Consolation)" page 125
"Nicola Griffith & Sean McDonald." Work in Progress. Accessed January 24, 2016.
http://www.fsgworkinprogress.com/2013/05/nicola-griffith-sean-mcdonald/.
Nicole Griffith: "The lay reader could do a lotworse than begin with The Heroic Age, a peer-reviewed
journal currently edited by Larry Swain. When I was first researching, itwas invaluable."
48. Students who have been interview in the local press mention me positively when speaking oftheir
BSU experiences. Copies are included.
Conclusion:
In this application for tenure and promotion, the foregoing demonstrates that I have “demonstrated a
cumulative record ofpositive performance and professionally competentachievementconsistentwith the
goals and objectives ofthe university/college/department/ program and with the goals ofthe process
outlined in Article 22.” What is more, in Article 25 of the contract, it is stated that the decision to award
tenure will be based on the candidate’s work, and that may include work done prior to the probationary
period. Istress the word work in that phrase.
In the same way, I have “demonstrated a cumulative record ofpositive performance and professionally
competentachievementconsistentwith the goals and objectives ofthe university/college/department/
program and with the goals ofthe process outlined in Article 22” in relation to promotion from Assistantto
Associate professor. As one ofmy referents states, I have done more in my shorttime at BSU than many
long term faculty members have done in their entire careers. Ihave used and adhered to the process
outlined in Article 22 and Appendix G ofthe contract.
As this outline of my activities makes evident, Iam committed to the long term health and education of
Bemidji State students, reaching beyond their time here at the university. Students are first. I have also
contributed significantly to my field and performed substantial service to my university and college. My
dean and immediate supervisor stated atthe end ofa PDR review and again at the end ofher PDP review
that she thanked me for all that I do for BSU. I will continue to perform for the students and the future of
BSU.
If further evidence is needed,itwill be made available on request.

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